Video lesson: Fundamental Principles of Learning Design

Welcome to the video lesson, Fundamental Principles of Learning Design. In this video, we continue exploring learning design and the principles that guide it. In this context, learning outcome is an important concept, and the central principle is constructive alignment. We will cover: course design in the context of the study programme, learning outcomes, constructive alignment, assessment, and evaluation of the design. Teaching does not begin with a lecture; it begins with considering what we want our students to achieve, and how we can best support them in doing so. Learning design is an iterative and agile process in which the teacher plans learning and teaching activities, and clearly links them with the learning outcomes that the student should achieve and demonstrate during assessment. The teacher also needs to take into account the available resources. Learning design is based on contemporary pedagogical principles and approaches. The quality of the design is evaluated by the extent to which the student achieves the outcomes, whether the student is motivated, and whether the course outcomes contribute to the learning outcomes at the programme level. Basically, we are asking whether students will be employable after graduation, and have the right skills for everyday life and work in a democratic society. Elements such as the relevance of competencies in the labour market, the influence of course learning outcomes on programme learning outcomes, and the student workload all affect the relative weight of each learning outcome within the course. An important principle in learning design is the principle of constructive alignment. We begin with Biggs’s definition of constructive alignment. Let us look at the main components: Learning outcomes: The foundation of constructive alignment is the clear definition of the intended learning outcomes. Assessment: Assessment in constructive alignment is not an optional add-on; it is clearly connected to the learning outcomes. By aligning assessment with outcomes, fairness is promoted because students are evaluated according to clearly defined expectations. Student workload: Constructive alignment also includes planning a balanced student workload that enables the achievement of learning outcomes. Too little a workload can reduce students’ chances of achieving the intended outcomes, while too great a workload can demotivate them. Innovative pedagogies: Constructive alignment creates space for innovative teaching methods because it encourages teachers to design instruction that actively engages students. Examples include flipped classrooms, active learning strategies, inquiry-based learning, and problem-based learning. Learning design: At its core, constructive alignment is a principle of effective learning design. By starting from clear outcomes and designing teaching and assessment according to those outcomes, teachers create a coherent and integrated learning experience for students. In conclusion, Biggs’s definition emphasises the integration of learning outcomes, teaching, and assessment into a unified whole that ensures students are not only engaged, but also supported on their educational journey. Learning outcomes must be specific and measurable. At the course level, they contribute to programme learning outcomes. This ensures consistency and transparency. Learning outcomes are statements about what the student is expected to know, understand, be able to do, and evaluate… as a result of the learning process (ECTS Guide). By achieving learning outcomes through the learning or study process, the student acquires competencies for employment and self-employment. Competencies are divided into subject-specific competencies relating to the profession (such as a mathematics teacher), and generic competencies that should be possessed by everyone to successfully live and work in today’s world — for example, how to use artificial intelligence responsibly when researching a topic. Programme learning outcomes are broader than course learning outcomes, and are listed in the diploma supplement issued to the student. Course learning outcomes must be linked to programme learning outcomes. More about writing learning outcomes can be found in the materials of this course. In addition to learning outcomes, a course is described by specifying its aims, content, student workload, and level of study. Let us take the example of a learning outcome from this course, which states: Create a learning design for specific learning outcomes and teaching topics. Note that a learning outcome begins with an active verb that precisely defines what the student will be able to do after the learning process. The verb, together with the appropriate context, places the learning outcome at a certain level in a taxonomy of outcomes. Here, we could apply Bloom’s taxonomy of cognitive skills that contains six levels, so this outcome could be placed at level 3 – apply. After the verb that describes what is expected from the student, a description of the context follows: what will they create? A learning design for specific learning outcomes and teaching topics. To enable the assessment of the learning outcome, we must already think about the learning and teaching activities, and the method of assessment. Here the planned assessment activity is that the student will design a learning and teaching process in one of the learning design models for two learning outcomes and its associated teaching topics. The remaining question is: in which learning and teaching activities will they participate? However, the stated outcome of this course, Learning Design, contributes to a broader programme learning outcome: Create a learning design for a course that is part of the study programme. Let us note that for a specific learning outcome, we select its level according to an appropriate taxonomy, and then adapt the assessment to the context. The context is also defined by the study programme to which the course belongs. When a course is part of a study programme, we must check whether the programme learning outcomes are linked to the course learning outcomes. In the given table, there must be at least one ‘x’ in each row and column. Think about why. Is it desirable to have more ‘x’ marks in the rows? What about the columns? When all course learning outcomes have been determined, planning of topics, units, and learning and teaching activities begins, and all of them must be linked to the learning outcomes. While doing this, we ensure diversity in the types of learning and teaching activities, and we plan in accordance with innovative pedagogies. Look at the example of the topic Learning Design Methodology from our course, which contributes to three learning outcomes. The topic is divided into two units, the first of which, Elements and Principles of Good Learning Design, consists of five learning and teaching activities. When the entire design is created, we need to check the coverage of outcomes, the quality of constructive alignment, the types of learning we have planned, whether we planned feedback, formative and summative assessment, and also the level of technology we plan to use in implementation. In this way, we can determine where additional adjustment and redesign may be needed. For example, we can check whether we have properly planned the student workload, and how all learning outcomes are covered across the topics. Finally, it is particularly important to design in accordance with contemporary innovative approaches. A combination of flipped classroom, problem-based learning, and digital tools can significantly enhance the learning experience. The key is to know the context in which the course is delivered and to thoughtfully integrate all insights into the learning design. A balanced and innovative learning design is the foundation of quality teaching. Use tools, but also pedagogical and subject-specific expertise, to provide students with meaningful and effective learning. Thank you, and let’s continue!